<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Araitz Uskola</style></author><author><style face="normal" font="default" size="100%">Haizea Gardeazabal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MULTIMODAL REPRESENTATIONS FOR DEVELOPING PRESERVICE TEACHERS´ SYSTEMS THINKING FOR ADDRESSING COMPLEX HEALTH ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">antimicrobial resistance</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed methods</style></keyword><keyword><style  face="normal" font="default" size="100%">model representation</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">systems thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4863033</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science educators highlight the importance and difficulty of developing systems thinking (ST) for addressing complex health problems such as antimicrobial resistance (AMR). Thus, it is necessary to study which strategies can facilitate this development. This study addressed how modelling activities fostered the ST developed by pre-service teachers (PSTs) in the context of AMR. The identification of components and relationships, the proposal of actions, and taking an ‘inside the system’ perspective were considered as ST dimensions. The research data consisted of explanations about AMR written individually at the beginning and at the end of the sequence, as well as group activities, performed by a group of 56 PSTs. The results show that after completing the activities, most participants explained AMR including ‘One Health’ vision, saw themselves as victims of AMR but less as causes or agents of change, and articulated complex cause-effect relationships in their retrospective reasoning. Moreover, the performance of retrospective reasoning in intermediate activities that implied diverse representations stood out. It was concluded that using multimodal representations might be a useful strategy in science education to facilitate the development of PSTs´ ST for understanding and acting on systems.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">409-430</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tamirirofa Chirikure</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">divergent approach</style></keyword><keyword><style  face="normal" font="default" size="100%">iterative approach</style></keyword><keyword><style  face="normal" font="default" size="100%">linear approach</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed methods</style></keyword><keyword><style  face="normal" font="default" size="100%">science experiments</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1597214143.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">523-535</style></section></record></records></xml>